Perin, D. (2006). Academic progress of community college nursing aspirants: An institutional research profile. Community College Journal of Research and Practice, 30, 657-670.

Perin, D. (2006). Can community colleges protect both access and standards? The problem of remediation. Teachers College Record, 108 (3), 339-373.

Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research and Practice, 28 (7), 559-582.

Perin, D. (2006). Academic progress of community college nursing aspirants: An institutional research profile. Community College Journal of Research and Practice, 30, 657-670.

Perin, D. (2006). Can community colleges protect both access and standards? The problem of remediation. Teachers College Record, 108 (3), 339-373.

Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research and Practice, 28 (7), 559-582.

Perin, D. (2005, Spring). Institutional decision-making for increasing academic preparedness in community colleges. In C. Kozeracki (Ed.). Responding to the challenges of developmental education. New Directions in Community Colleges, 129, 27-38.

Dolores Perin, Professor of Psychology and Education, directs the Reading Specialist M.A. Program, which prepares students for state certification as teachers of literacy. Perin is also a senior research associate at Teachers College's Community College Research Center. Her research interests include the education of academically-underprepared students in secondary and postsecndary education, and adult literacy programs; and the preparation of teachers for reading and writing instruction in middle and high schools. She was Principal Investigator of "Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy" (U.S. Department of Education Institute of Education Sciences, 2006-2009). Her other work includes a preservice teacher project entitled"Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities," funded by Carnegie Corporation of New York, a Sloan-funded study of community college developmental education, and state- and federally-funded projects in the integration of academic and career education, school-to-work transition, workplace literacy, and adult learning disabilities. She has published in journals including Community College Review, Exceptional Children, Higher Education, Journal of Adolescent & Adult Literacy, Adult Basic Education and Literacy Journal, Reading Psychology, Community College Journal of Research and Practice, Teachers College Record, Scientific Studies in Reading, and Journal of Educational Psychology. Perin received a Ph.D. in psychology from the University of Sussex in England, and is a New York State-licensed psychologist with practical experience with individuals across the lifespan who have reading and writing difficulties.

Reading and writing intervention for community college developmental education students (with Rachel Hare) American Educational Research Association Annual Conference, New Orleans, April 2011. (With Rachel Hare)

Supplementing developmental education with contextualized reading and writing practice. Presentation to the Annual Meeting of the Council for the Study of Commmunity Colleges, New Orleans, April 2011. (With Rachel Hare)

Writing Workshop: Improving the quality of students’ writing across the curriculum. 3-day district-wide professional development workshop. Vigo County Corporation, Indiana, Oct. 20-22, 2010

Promoting content learning through embedding literacy strategies. Professional development workshop for teacher educators. Dallas TX, May 17, 2010. Sponsored by Meadows Center for Preventing Educational Risk, College Readiness Initiative, College of Education, University of Texas at Austin

Workforce Training Projects for Developmental Aides and Custodians: English as a Second Language, Basic Skills and Medical Terminology and Computation Skills Training. New York State Governor's Office of Employee Relations

1992-1993

Communication Skills Enhancement for Power Plant Employees. SUNY Maritime College

1992-1994

Workplace Literacy for Psychiatric Health Care Workers. U.S. Department of Education, National Workplace Literacy Program

1990-1991

Workplace Literacy Instruction for College Preparation of Health Care Workers. U.S. Department of Education, National Workplace Literacy Program

HBSK 4072: Theory and Techniques of Assessment and Intervention in Reading

Provides an overview of theories and research pertaining to reading acquisition and assessment and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, assessment, and intervention. Materials fee: $25.

HBSK 5099: Writing interventions theory and practice

This is a literacy course that applies research on cognitive, linguistic, affective, social, and cultural processes underlying writing performance to the development of writing interventions. Writing is discussed within a larger context of reading comprehension and subject-matter knowledge. Students learn to evaluate and design content-area writing interventions for both typically-developing and special-needs populations of differing ages and in various educational settings. Materials fee: $30.

HBSK 5272: Supervised fieldwork in remedial reading and school difficulties: Supervised field placement in reading

Students conduct projects in a variety of field sites, including K-12 schools, community colleges, and adult education programs, under faculty supervision. The field experience provides an opportunity to understand both practical and theoretical aspects of pressing questions concerning literacy acquisition across the lifespan.

HBSK 5580: Seminar in consultation and evaluation in reading

The purpose of this seminar is to consider the implications of recent research in literacy assessment and intervention for the consultation, evaluation and professional development roles of Reading and Learning Specialists and Coaches. Materials Fee: $50.

HBSK 6576: Research in applied educational psychology: Acquisition of reading and writing ability

Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.

HBSK 6903: Research-independent study in reading

Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.